Search results for: Models
Page 16/20 192 items
Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have been subject to scrutiny and a wide-ranging reform agenda has been put forward by the Government. This article examines the key reforms using a three stage model to analyze the policy development process. It also discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders.
Updated: Jun. 02, 2009
Articulation and Re-Articulation: Development of A Model for Providing Quality Feedback to Pre-Service Teachers on Practicum
This article describes a model developed after conducting an action research study requiring critical reflection on the practice of giving feedback to student teachers on professional teaching practice. The article sets in place a useful framework that simplifies the different stages of the feedback process.
Updated: Jun. 01, 2009
The purpose of this article is to propose a framework for conducting research on teacher education programs. These programs practice collaboration between special and general education faculty to advance inclusion.
Updated: May. 27, 2009
It is incumbent on universities to reflect current research on effective teacher preparation and respond to the changing needs of the 21st century. In the spring of 2006, University of Utah set out to restructure its teacher programs.
Updated: May. 27, 2009
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
The authors describe a model of the prosocial classroom. This model highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. The model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
Updated: May. 21, 2009
Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment
With the advent of the No Child Left Behind Act (2002 ), all students, including students with significant cognitive disabilities, must be included in measures of large-scale educational assessment and accountability. This article addresses the application of the assessment triangle developed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001). Specifically, the article focuses on the first vertex of the assessment triangle, that of cognition, to examine characteristics of students with significant cognitive disabilities in representing what they know.
Updated: May. 20, 2009
The study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. This investigation focused on 3 university elementary supervisors and 12 teacher education students.
Updated: May. 13, 2009
The authors explore pre-service special education teacher reaction to and experience in a collaboratively taught higher education course. 43 full-time post-baccalaureate students participate in a course designed to examine critical issues in special education. The course was taught by two faculty members, one specializing in mild and moderate disabilities and the other in moderate and severe disabilities. Pre-service teachers respond to a survey about their knowledge and comfort with co-teaching.
Updated: May. 07, 2009
The paper presents a tutor-centered tutoring model. That model aims to develop and establish the pedagogical-disciplinary knowledge and skills of prospective teachers. The research findings focus on the evaluation of the model by its participants - tutors, tutees and program coordinator. The findings also indicate that the main tutoring targets were achieved.
Updated: May. 04, 2009
A Model of School Change for Culturally and Linguistically Diverse Students in New Zealand: A Summary and Evidence from Systematic Replication
A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching practice; ect. A three-stage model has been tested across three clusters of schools: two groups of urban schools serving Māori and Pasifika children from low socio-economic status communities. The third group comprising all the primary schools in a rural and remote region of New Zealand.
Updated: Apr. 27, 2009